"I never knew that the US violated so many treaties with Indians"
"I learned that Thomas Jefferson brought over many of the invasive plants into Washington DC"
"I learned that we can get more done when we collaborate"
"I learned that gardens help to clean watersheds"
"I learned why Philip's Head screwdrivers are called that" (Thanks, google, for the assist on that one)
"I learned that when rainwater flows off my driveway down the street, it can add to pollution"
"I learned that there is a connection between hunger and violence"
"I learned that William Penn honored his agreements with the Indians, and his sons did not"
"I learned that you don't need to exert a lot of muscle to saw wood"
What do all these statements have in common? They were the comments of 4th grade students from Sidwell Friends School at the conclusion of spending 4 hours together as part of a William Penn Quaker Workcamp. 22 students and 2 teachers joined us on a wet, rainy/snowy, cold day to start what we look to be a growing collaboration that helps strengthen the fabric of the DC community while addressing issues of nutrition and environment and developing service leaders for the next generation.
The plan is to nurture service as an expression of Quakerism while giving the students an opportunity to see how all things are interconnected and how small steps are vital for the big things to happen. Specifically, our starting point was to build shelves that will be used for growing seedlings that will go out into community gardens in the spring, and to start cutting wood that will be used for container gardens in yards throughout DC. We started with a group conversation about some connections between gardens, nutrition and the environment, and how these also can be expressions of the Quaker testimonies. And then we got busy with the work for the next two hours, encouraging the students to give input to how to do things while also learning some basic but important skills critical to effective service (being able to measure, saw, connect). It all went as planned.
But it was what was not planned where some of the real learning happened, as evidenced by the comments above. Few of these were on our list of "learning objectives", but each probably has a deeper imprint and, therefore, longer staying power, because of how it came about: organically, through conversation and curiosity, as way opens, experientially. Many of the points came up as we were working together; others came up in conversations about the various posters and artwork hanging around the house.
This is what I find so wonderful about William Penn Quaker Workcamps: it is not the big things, the meeting with power and tackling the big issues. It is simply creating spaces for these "conversations that matter" to take place, always with a vision of coming together to make the world a better place. It is not what we teach, but that we create opportunities to engage, enquire, question and learn, that matter. It is exciting to see the seeds of this take place with 4th graders. It gives hope for the future, and excitement to see what takes root and grows.
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